The future of the US Department of Education: A conversation with three former U.S. education secretaries

The incoming Trump administration campaigned on promises to fundamentally change the federal government’s role in education. This includes the possibility of eliminating the U.S. Department of Education entirely, or at least substantially reducing its size and responsibilities. This stance is at odds with the approach of former presidents of both parties, which used the department to oversee federal investments in education and steer policy priorities. What does the future of the U.S. Department of Education look like, and how will this affect the regular operations of public schools?  

On January 21, the Brown Center on Education Policy at Brookings hosted a webinar with former U.S. Secretaries of Education Arne Duncan, John King, and Margaret Spellings to discuss the future of the U.S. Department of Education under the incoming administration.

Viewers submitted questions for speakers by emailing [email protected] or via Twitter at @BrookingsGov by using #DepartmentofEd. 

Download the event summary

The incoming Trump administration campaigned on promises to fundamentally change the federal government’s role in education.This includes the possibility of eliminating the U.S. Department of Education (ED) entirely, or at least substantially reducing its size and responsibilities. This stance is at odds with the approach of recent former presidents of both parties, which used the department to oversee federal investments in education and steer policy priorities. What does the future of the U.S. Department of Education look like, and how will this affect the regular operations of public schools?

On January 21, 2025 the Brown Center on Education Policy at Brookings spoke with former U.S. Secretaries of Education Arne Duncan, John King, and Margaret Spellings to discuss the future of the DOE under the incoming administration. All three secretaries voiced uncertainty around the new administration’s agenda, noting potential areas of improvement for theDepartment, and emphasizing its crucial role in protecting students and improving baseline outcomes.

Moderator Michael Hansen, senior fellow in the Brown Center, opened the conversation by prompting the panel to share theirinitial thoughts on opportunities and challenges ED faces under the Trump administration.

Referencing the new administration’s promises of change in the Department, Spellings noted that many programs are ripe forimprovement and implored both the Department and the public to focus on student performance in fundamental skills like math and reading, statistics that professionals agree are lagging, especially in the wake of the COVID-19 pandemic. King agreed, emphasizing a focus on outcomes for low-income, LGBTQ+, and other marginalized students, asking “where is the voice for urgency for improving outcomes for the most vulnerable students?” He added his hopes that expected new Department leadership under Linda McMahon and Penny Schwinn can command public attention towards these issues.

Duncan agreed he is hopeful McMahon and Schwinn “can do positive things for kids,” and called for the ED to prioritize student needs, foster academic excellence, and focus on innovation in education through collaboration between federal departments with increased transparency of program outcomes. This may include major overhaul of grant programming such as FAFSA and IDEA. Hansen went on to ask the former Secretaries about public views on the department. Duncan mentioned a trend of widespread public mistrust in public offices and called for a stronger national dialogue on student outcomes. King added that “the experience of so many Americans [with ED] is the FAFSA and student loans, and that is not a positive, generally, customer service experience,” referencing the failed 2024 FAFSA rollout.

Panelists also discussed the scope of ED with regards to technology in classrooms and cultural issues. Spellings noted that technology and curriculum programming and shine spotlights on successful tech tools. However, they emphasized the need for transparency and data collection from states and schools in this process. A question on the potential for weaponizing school accreditation processes and the Office of Civil Rights (OCR) brought the conversation to cultural battleground issues. Duncan and King both denounced attempts to weaponize accreditation processes, again pushing for a focus on improving student outcomes; weaponizing the OCR would be “tremendously destructive and a hugewaste of time and energy,” said Duncan. Spellings added that the OCR operates on a case-by-case basis and that discussions on cultural issues such as DEI happen at the state and local levels.

The conversation then turned to the potential impact of new immigration policy on students, including the executive orders signed by President Trump on the first day of his second term. Hansen asked the panel what they believed the future looked like for DACA students and their parents. Duncan described a feeling of fear among students that may be impacted by these new policies, stating it may lead to increasing absenteeism of these students—an issue the panel already agreed was pressing among all American students. King expressed his hope and belief that a bipartisan congressional majority would “do the right thing” for DACA students. The discussion concluded with each of the prior secretaries reflecting on their time in the office and highlighting the importance of the Department of Education. It is “as vital today as ever,” said Spellings, with Duncan adding that “military is our best defense as a nation, and a great education system is our best offense.” Both Spellings and King again noted room for improvement and innovation within ED programs, and a need to rebuild public trust in the department by disseminating data on what really works when it comes to improving outcomes for students.